Jerry Rosiek

Biography

Jerry Rosiek is a former high school physics teacher, a father of a daughter in middle school, and a Professor of Education at the University of Oregon. He also holds courtesy appointments in the Department of Philosophy and the Department of Ethnic Studies. He teaches courses on teacher education, curriculum theory, institutionalized racism in schools, the philosophy of social science, and qualitative research methodology. In his spare time Jerry plays racquetball, is a pitmaster on an award winning competition BBQ team, and spends time with his family hiking, kayaking, and getting creative in the kitchen.

Jerry’s writing has appeared in major journals including Harvard Educational Review, Education Theory, Educational Researcher, Phi Delta Kappan, Qualitative Inquiry, Curriculum Inquiry, Educational Psychologist, & the Journal of Teacher Education. His 2016 book with co-author Kathy Kinslow is entitled Resegregation as Curriculum: the Meaning of the New Segregation in U.S. Schools won the O.C.L. Davis Award for the Outstanding Book of the Year from the American Association for Teaching and Curriculum. Notable recent publications include “Critical race theory meets posthumanism: lessons from a study of racial resegregation in public schools,” in Race, ethnicity, and education (2018) & “The new materialisms and Indigenous theories of non-human agency: making the case for respectful anti-colonial engagement,” in Qualitative Inquiry (2019). Jerry has been interviewed for reports on NBC Nightly News, MSNBC, as well as in the New York Times, the Atlantic, The Guardian, and many regional newspapers. His commentary has appeared in the NYT, Salon, the Conversation, The Houston Chronicle, the San Francisco Chronicle and many other outlets.

Jerry is currently working on a book entitled Posthumanist Empiricism: Agency, Ethics, and Politics in Social Inquiry (Routledge), with co-author Scott Pratt. He is also working on an article entitled “Is racism an posthuman agent: lessons taken from a ten-year study of school segregation.” In the past Jerry has served as Department Head and as PI and director of the Sapsik’ʷałá (teacher) Education Program, a grant funded program that supports Indigenous students seeking a Masters degree and teaching license at the University of Oregon. He is currently a United Academics Union Steward for College of Education, because he believes solidarity is a better tool for improving our lives than compulsive competition.

Rosiek, J. (2018). Art, agency, and ethics in research: how the new materialisms will require and transform arts-based research. In P. Leavy (Ed.), The handbook of arts-based research, (632-648). New York: The Guilford Press.

Rosiek, J. (2018). Art, Agency, and Inquiry: Making connections Between New Materialism and Pragmatism in Arts-Based Research. In R. Siegesmund & M. Cahnmann-Taylor (eds.), Arts-Based Research in Education,32-47. New York: Routledge.

Rosiek, J. & Kinslow, K. (2016). Resegregation as curriculum: the meaning of the new segregation in public schools. New York: Routledge. (Winner of the 2016 Association for Curriculum and Teaching O.L. Davis Book of the Year Award).

Research

Jerry’s scholarship asks what enables us to teach and care for children while 1) working in institutions and cultures that are hostile to some children, families, and communities, and 2) those institutions and cultures are among the primary influences on how we think, feel, and ask questions about the children we serve. His empirical studies have examined the mediating effects of institutionalized racism, settler colonial ideologies, class stratification, and heteronormativity on teachers’ practice and educational research. Most recently he completed a ten-year study of a school district undergoing a process of racial resegregation that documented the messages this segregation communicated to students and the difficulty of documenting those effects directly. Jerry’s research asks what kind of knowledge enables teachers to provide ambitious, equitable, and caring education for all students while working in less than auspicious conditions. It also asks what conditions conspire to prevent communities (including educational researchers) from adequately supporting such work. These questions require critical examination of the epistemic, ontological, and methodological assumptions involved in educational research and policy making. . In recent years, Jerry’s work has drawn upon critical race theory, new materialist philosophy of science, revisionist pragmatism, Indigenous studies literature, anti-Blackness studies, and arts-based research methodologies.

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